Does Theology Trump Science in the Pursuit of Truth?

When discussing truth and reality, a question that often arises is, “How do the truth claims of the Bible compare to the claims from philosophy, science, and history?”  Which has the higher authority?

Most Christians believe that God reveals Himself in two major ways-- through the special revelation of Scripture and through the natural revelation of creation.  For instance, some Christian theologians support a literal interpretation of Genesis 1 and 2 as a major part of biblical evidence for a "Young Earth," estimated in the thousands of years since creation.  Some scientists interpret their geological research on fossils to suggest that these once-living creatures were preserved under relatively rapid catastrophic conditions, not over millions of years.  Thus, scientific interpretation of the natural revelation would seem to corroborate Scripture to support a "Young Earth" position.

Other theologians interpret the Scriptures about creation in a more figurative or allegorical manner.  In their view, the "days" of creation in Genesis 1 refer to long ages of time.  Likewise, some geologists may interpret the fossil-bearing layers of rocks as having been laid down over long periods of time, suggesting an "Old Earth" dated in billions of years.  Evolutionary biologists view the fossil record as traces left behind as life evolved through natural selection acting upon gene mutations.

When there is apparent conflict between special revelation and natural revelation, adherents to the Judeo-Christian faith claim that the authority of special revelation trumps natural revelation.  Meanwhile, many in science claim that the power of human reason through the scientific method can or will reveal the total extent of reality with an superior authority over any revelations from God.  Which side is correct in this age-old confrontation between two views of how humans can know truth and reality?

In a recent article by Jacob Brunton, entitled “Revelation and Responsibility,” appearing on the website For the New Christian Intellectual, the author asserts that both special revelation and natural revelation are equally authoritative because both are God's revelation, equally backed by His authority.  In defense of this claim, Brunton opposes the belief of those who claim  that “all other sources of truth must be submitted to Scripture; that general revelation, at the end of the day, must be submitted to special revelation; that philosophy and science and history must all ultimately “bow the knee” to the Bible.”

Does Jacob Brunton sound heretical?  Maybe so.  But let me invite you to read his article for yourself.  There, Brunton explains that the difference between special revelation and natural revelation is not that one source carries more truth or authority than the other source.  Instead, because the nature of the special and natural revelation of God are different, and both require interpretation, the means of understanding each will be different.  Both inspired Scripture and the created order are authoritative, but the interpretation of Scripture by theologians and the interpretation of the natural world by scientists and philosophers requires reason—and reason enlightened by faith. 

Yes, both theological interpretation of God’s revelation and philosophical-scientific understanding of the natural order are enhanced by the submission of intellectual reasoning to the Spirit of God as teacher and guide (John 16: 13).  From the special revelation, we read in Romans 1: 20-22 that the evidence of God as omniscient Creator can be clearly seen, being understood by the things that are made… so that they are without excuse…  But, when they knew God, they glorified him not as God, neither were thankful; but became vain in their imaginations, and their foolish heart was darkened. Professing themselves to be wise, they became fools…  When scientist and philosopher deny God and the authority of His Word, the futility of their thinking blinds their vision of creation, leading to distorted “faiths” such as deep ecology, pantheism, and animism.

But, lest theologians deny that misdirected faith and reason can cause equally grievous distortions of the special revelation of Scripture, let them be reminded of the history of biblical heresies that have caused disruptions of local churches and whole denominations; or, to the development of religious cults.  The biblical revelation is inspired by God and carries authority, but, like the humble, honest, and inspired scientist, so must the theologian be dedicated to the humble, honest, and inspired labor of correct exegesis of Scripture.  Both scientists and theologians are stewards of the manifold grace and revelation of God.  Johannes Kepler (1571-1630), the German astronomer who discovered three laws of planetary motion humbly acknowledged to God his stewardship of both God-given faith and reason:

I give you thanks, Creator and God, that you have given me this joy in thy creation, and I rejoice in the works of your hands.  See I have now completed the work to which I was called.   In it I have used all the talents you have lent to my spirit.

How do we deal with the apparent contradictions between Scripture and science?  Where apparent contradictions occur, such as with regard to interpreting the age of the Earth, humble inquiry and reverence must guide both theologian and philosopher-scientist toward all of God’s revelation.  It follows that the resolution of apparent contradictions or conflicts between special and natural revelation becomes the intellectual responsibility of both the theologian and the philosopher-scientist.  As Brunton states, “rather than submitting one form of God’s revelation to another, we must instead labor to submit our understanding of each to both.”  For a more detailed study of how “submitting of each to both” can be carried out, I refer you to an article by Leonard Brand (below) which contains a helpful integrative model, and which is included here for your consideration.

How About You?
May I encourage you to read Jacon Brunton’s article, “Revelation and Responsibility.” I welcome your insights using the “Comments” link below. 

Further Reading:
Brand, Leonard.  2004.  A Biblical Perspective on the Philosophy of Science.  http://www.aiias.edu/ict/vol_31B/31Bcc_043-080.pdf

Pearcey, N.R. and C.B. Thaxton.  1994.  The Soul of Science:   Christian Faith and Natural Philosophy.  Crossway Books, Wheaton, IL.

Acknowledgement and Dedication:
I have dedicated this article to my colleague and friend, Dr. Allen Monroe, from whom I have learned much about integration of faith and learning; and, from whom I anticipate learning more if he were to offer his critique of what I have written here.

Supporting Integration of Science & Faith II

While scientific research develops strategies to advance medical health, no advancement would take place without the application and instruction of the new strategy.  By this, I mean that health professionals need to use the new development in practice, but also must be able to explain what is happening to their patient.  Patient interaction is a key component of this advancement, especially in intercultural situations in order to advance healthcare throughout the world.

Honors Day with Chandra Swiech (c) and Kaytlin Goodwin (r)

This statement summarizes the thesis of a science-faith integration paper presented to the Cedarville University Science and Mathematics Department by Chandra Swiech, 2016 recipient of The Science and Faith Integration Scholarship (SFIS).  Abby and I were privileged to have lunch with Chandra after the April 5 Honors Day Chapel in which she was awarded the academic scholarship.  During lunch, Chandra explained that she believes God is calling her into a vocation that will fit her aptitudes, interests, and spiritual gifts.  Specifically, she believes that God is calling her into the field of medicine. 

Since her enrollment in Human Structure and Function, a year-long biology course, Chandra has been fascinated with the form and function of the major systems of the human body.  But she is also beginning to understand that serving Christ in medicine goes much beyond learning about the human body, as important at that is.  Indeed, as Chandra now sees it, advances in scientific research that have relevance to human health have limited value unless careful attention is given to clinical applications.  Chandra explains with an example: …there are people throughout the entire world dealing with cystic fibrosis and the supplemental biofilm formation.  If an antibiotic was found to combat it, it is important to be able to explain this to patients, other doctors here, and other doctors around the world.  She adds that doctors have a responsibility not only to prescribe drugs to make their patients feel better, but to help the patient make life changes.  This is normally thought of in the physical realm, but it is also involves the spiritual realm.

We were excited to hear Chandra’s perspective on medicine in the context of the “whole person.”  She is learning to view human health holistically.  She believes that “human health” involves not only health of the body, but also of the mind and spirit.   According to her view, helping others improve their quality of life through medicine is a unique opportunity to pour into their lives spiritually as well as physically.  Chandra anticipates that she might play an interdisciplinary role by helping insure that new medical breakthroughs are properly integrated into medical practices.  She is concerned that doctors and other health care professionals are sufficiently informed as to how best to use new medications and procedures for the benefit of their patients with attention to both physical and spiritual well being.

Chandra (center) teaching in a soccer camp, Costa Rica

Chandra also explains in her integration paper that she is developing a cross-cultural perspective on ministry to human needs.  Short-term mission experiences in Spain and in Costa Rica have taught her the importance of listening, and intentionally talking with others.  Shandra has been learning these social skills in part as a member of the Cedarville University Yellow Jacket women’s intercollegiate soccer team.  Regarding an experience when her soccer team participated on a short-term mission ministry in Costa Rica, she writes: …my host family demonstrated to me the importance of being considerate of cultural boundaries while not being afraid to reach out to others.

Finally, Chandra is learning to be attentive to the fact that God can use health care professionals in ministries to the millions of people who are displaced or migrating across our borders.  She writes that …opportunities for intercultural interaction are also waiting in our own backyard.  Given the number of immigrants and refugees entering the United States, there is a unique opportunity for medicine to be used to spread the Gospel throughout the world.

An Invitation to You:
Abby and I are excited about the interdisciplinary perspective that Chandra Swiech is developing, and we pray that God will continue to develop her profession of both faith and science.  Maybe you too have been encouraged by this example of how God is using The Science and Faith Integration Scholarship to foster the heritage of science-faith integration through the Department of Science and Mathematics at Cedarville University.  If so, then why not become a fellow investor? Perhaps you gratefully attribute your own profession of faith and of science to the teaching and mentoring of department and university faculty during your days at Cedarville. If so, we invite you to pray about how you might participate.  If God leads you to invest in this way, you may send your check to Cedarville University with “Science and Faith Integration Scholarship” on the memo line.  Or, you may contribute online at http://cedarville.edu/giving. Just click on “Scholarships” and follow directions to “The Science and Faith Integration Scholarship.” Thank you for considering how you can steward a portion of God’s blessings to you by honoring your faculty mentors and by encouraging leaders for tomorrow.

Related Article:  Supporting Integration of Science & Faith

Land Stewardship on Campus and a Holistic View of “Health”

I remember my first visit to a college campus.  Unlike high school where all of my classes were in one building, now I would have to walk across campus to separate buildings for classes in the natural sciences, humanities, social sciences, and physical education. 

Today, many universities still house each major academic discipline in a separate building or at least on a separate floor of the same building.  Given that a university’s mission is generally to integrate the different disciplines of study into a meaningful whole, a physical separation of disciplines may not encourage students to unify the knowledge and understanding they are gaining from a diversity of academic disciplines.  Yet, such integration is essential if students are to acquire a truly “uni-versity” education.

Having taught biology at Cedarville University and having used the natural habitats and “built environments” of SW Ohio as learning laboratories, I have learned the importance of landscapes in acquiring a broad, holistic education. During my final years at Cedarville, some of my students and I considered how the physical structure of the campus landscape and buildings might be managed (stewarded) in a manner consistent with the aim of providing a “uni-versity” education.

Cedar Creek area can be developed for "health & wellness"

The Cedarville College campus of the 1950’s and ‘60’s had expanded onto gently rolling agricultural land on either side of a lazy meandering stream on its way to Massies Creek just downstream from the village of Cedarville, Ohio.  In the early 1970’s, the lazy stream was dammed to create “Cedar Lake” in order to enhance aesthetic beauty and provide a ready source of water in the event of fire.  During most of my tenure at Cedarville, the landscape downstream from Cedar Lake existed as a combination of pastoral landscape with a sheep pasture on gentle slopes surrounding a community of wetland shrubs and trees along the creek.

By 2006, two additional campus buildings, the Engineering-Nursing-Science Building and the Stevens Student Center, had been erected, one at each end of the Cedar Lake dam.  The two buildings were connected by a sidewalk across the dam.  From this sidewalk, pedestrians could look down upon the quiet, pastoral and forested landscape.  At this time, my students and I began a cooperative effort with the administrators of the Physical Plant and the Grounds Department to develop the functionality and aesthetic appeal of the downstream landscape we began to call “Cedar Creek and Wetland.” 

In 2010, as our project began to blossom (literally), excavation began for the construction of a health sciences building on the west slopes above Cedar Creek.  I have outlined some of the progress we made between 2006 and 2011 in a previous Oikonomia, entitled “Land and Water Conservation: Value in the Unseen.”  During this time, the mission of our research effort was as follows:

The Cedar Creek and Wetland Project aims to apply ecological and biblical stewardship principles to manage runoff water on the Cedarville University campus, particularly adjacent to the Stevens Student Center and the new Health Science Building.  This aim will be accomplished through construction of a “basin wetland” surrounded by an upward-sloping landscape to be populated with suitably adapted plant and animal species.  In so doing, we aim to enhance stream water quality, plant and animal biodiversity, and aesthetic beauty while involving students in meaningful research experiences and conveying to the university community and visitors our intent to provide a landscape that models Cedarville University’s commitment to the biblical mandate to exercise good stewardship and care of creation.

Cedar Creek Area can contribute to health sciences mission

In short, we wanted to demonstrate that if land stewards at Cedarville University are intentional about following a biblical “land ethic,” then expanding the “built environment” of the campus should be compatible with conservation of soil, water, and plant-animal biodiversity.  It follows that when a university gives priority to “human health” it can enhance its mission by including the larger context of the “land health” of its campus landscape.   Specifically, efforts to enhance the “health” of Cedar Creek and Wetland surrounding the Health Sciences Building are justified by an understanding that “human health” includes not only medical but also environmental, emotional, and spiritual components that are nurtured by landscapes that reflect aesthetic beauty, health, and functional harmony.

By 2011, several of my research students had gained valuable experience from working on various phases of the development of the Cedar Creek and Wetland ecosystem.  (See “Land and Water Conservation: Value in the Unseen”).  Some of these have completed graduate programs or are completing them; others have been hired into positions involving land stewardship.  Although our efforts were bearing fruit in helping to educate and launch professional “creation stewards,” our efforts to enhance the diversity and “land health” of the Cedar Creek landscape had also taken a direction that was not deemed compatible with the vision of some decision-makers on campus.  Therefore, it was decided that many of the native wetland and prairie plant species we had established should be sacrificed to give way to a more uniform, easily maintained, lawn landscape regularly maintained by mowing.  Although some of us were dismayed, we were thankful for our progress in protection of the riparian zone of Cedar Creek and for the construction of a catch basin to buffer the stream against storm surges.

The direction of land management projects are always governed by the consensus of decision-makers, many of whom must face the realities of budgets and public opinion.  Yet these factors can change and we still hope that there may be a time when the Cedar Creek and Wetland area can be managed in a manner that “speaks” of the integration of “human health” with “land health."

Lemmon and Rice Health and Wellness Garden, Wooster, OH

The landscape of the Cedar Creek area on campus has retained numerous trees and herbaceous plant cover that encourage songbirds and small mammals.  As such, this site has the potential to offer a place of quiet reflection, rest, and renewal from the more bustling portions of the Cedarville campus.  In fact, The Ohio State University’s Ohio Agricultural Research and Development Center (OARDC) campus in Wooster is completing a project that may lead the way for other campuses including Cedarville University.

The OSU will soon showcase the Lemmon and Rice Health and Wellness Garden located in the OARDC’s Secrest Arboretum here in Wooster, OH.  According to Tricia James, assistant director of development, “Growing evidence suggests that the use of wellness gardens can be very therapeutic and improve overall quality of life.”  Interim director of the Secrest Arboretum, Joe Cochran, explained to Karen Skubik, writer for The Bargain Hunter, that “the garden features six pillars of wellness: emotional, environmental, intellectual, physical, social, and spiritual.”  Kevin Rice, who has applied his education in landscape architecture from OSU to lead the wellness garden project, explained that the low-maintenance garden includes woody plants, perennials, ornamental grasses, and sedges.  Bright orange flowers are located in the “social” section, with seating still to be added, while blue-toned flowers provide a more reflective atmosphere for spiritual contemplation.  According to Rice, “A black gum (tree) grove will eventually create an overhead canopy in a more quiet area.”  Interpretive plaques will be installed to explain the theme of the garden as well as the multidimensional and holistic aspects of wellness.

Bright orange flowers are located in the "social section"

In summary, we have noted that a college or university campus landscape plays an important role in the institutional mission.  In this view, the campus is much more than bricks and mortar or ivy-covered walls that appeals to a prospective student’s concept of a home away from home.  Rather, a truly “uni-versity” campus is one in which the “land-scape” itself is managed intentionally in a manner that respects and values the soil, water, trees, and wildlife that characterize this “place” of learning.  For example, on such a campus, students may enter a building to study what it means to be a “healthy person” in mind, body, and spirit.  Then, as they leave the building, their notion of “human health” may be broadened and integrated as they absorb the sights and sounds emanating from a “healthy landscape” surrounding the building. 

How about this?  Have you thought about the importance of intentionally managed landscapes for human health and wellness in the more holistic sense of the term?  Perhaps you have knowingly or unknowingly benefitted from devoting time in certain landscapes and would care to comment on your experiences.  Or, you may wish to share how your walk with God is renewed by your attentiveness to both His written revelation in Scripture as well as His wisdom as revealed in creation.  Do you believe our spiritual, emotional, and physical lives are diminished to the extent that we underestimate the importance of finding time and place to regularly commune with God and feed upon His Word?

Supporting Integration of Science & Biblical Faith

Recently, Abby and I were privileged to attend the annual Academic Honors Day Chapel at Cedarville University where we joined with the Department of Science and Mathematics in celebrating the announcement of a new academic scholarship.  The Science and Faith Integration Scholarship will be awarded annually to an outstanding student majoring in biology or environmental science.  According to the criteria for the Scholarship, each recipient should demonstrate exemplary academic achievement in the classroom and give evidence of a commitment to the development of his or her profession of faith and science through participation in opportunities to apply knowledge – i.e. scientific research or significant involvement in science-related travel study or short-term mission.

Both the name and selection criteria for The Science and Faith Integration Scholarship emphasize the aim of promoting biblical integration of science and faith.  The ultimate goal of biblical integration is to know God and display His wisdom and character.  Godly character is the fruit of internal consistency, or integrity—a wholehearted obedience to God’s Truth (Psalm 119: 9-11).   The submissive heart, at one time impervious to the wisdom and will of God because of pride, can begin to absorb and apply God’s Truth.  Hypocrisy of the divided heart and mind gives way to integrity. 

The integration of biblical Truth applied in every area of life is expressed in the virtue of love for God, love for neighbor, and love for the creation.  Biblical integration specifically applied to science and faith, means the Christian scholar highly prizes integrity in his or her pursuit of an accurate understanding of creation.  As a result, the Christian scholar gains insights into the workings of creation and exercises stewardship of creation based on “good science” and respect for the authority of God and His Word.

Perhaps our enthusiasm in support of The Science and Faith Integration Scholarship is moving you to consider investing in the scholarship fund for future students.  If so, please read on and consider two lasting benefits you would receive. 

First, you will share the personal satisfaction of supporting Christian higher education at Cedarville University and the heritage of academic excellence in science-faith learning that has characterized the Department of Science and Mathematics. As we watched  the first recipient receive her scholarship in Academic Honors Day Chapel and then became acquainted with her over lunch, our hearts were filled with joy in knowing we could have a small part in this university and departmental mission.

A second lasting benefit of investors in science-faith integration at Cedarville is the blessing from demonstrating our stewardship of God’s treasures by sharing money that in reality is “God’s money.”  Our March Oikonomia article, “There’s No Such Thing as Private Property,” calls us to “possess property as though we didn’t possess it.”  We can affirm to ourselves that we are practicing stewardship instead of ownership by giving generously in ways that honor God and help our neighbor?  And, we can rejoice in God from Whom all blessings flow while we watch how He will use this scholarship for His glory in the life of each recipient.

The first Science and Faith Integration Scholar is Grace Revenaugh, a junior biology major.   Although Grace grew up in Cedarville, Ohio, her family now resides in Butte, MT.  At the luncheon for award recipients and sponsors, Grace enthusiastically shared her student experiences with us.  Highlights included her opportunity to conduct research on the role of microRNAs in autoimmune disease pathogenesis and her experience as an EMT with the Cedarville Township Volunteer Fire Department.   It became clear to Abby and I that Grace loves people, the campus environment, and the opportunity to pursue God’s calling for her.  In partial fulfillment of her application requirements for the Scholarship, Grace had submitted an “integration scholarship essay” in which she reflects on her experiences during her short-term mission trip to Republic of the Congo.   After our luncheon discussion with Grace and then reading her essay, it became clear that she is committed to pursuing God, His creation, His compassion for people in spiritual and physical need, and His call upon her to serve Christ.

Below you will find two excerpts from Grace’s writing.  In “Miriam,” Grace reflects on her Congo mission experience, particularly her relationship to a young abdominal TB patient.  In the second excerpt, “Environmental Context,” Grace shares her observations of environmental health and nutrition within which medical missions in the Congo are being conducted.  She hints at the need for a comprehensive effort to educate the Congolese in the importance of adequate sanitation and nutrition.  In both of these accounts, Grace demonstrates that she observes God’s world with eyes of compassion and with insight into the interdisciplinary challenges Christians face in bringing the Gospel to those with both spiritual and physical needs. 

Grace and Miriam

“Miriam”

My seven weeks with Miriam and her family and many other patients at Pioneer Christian Hospital taught me about perseverance, the joy found in pain, and the good that a single person who longs to share the love of Christ can bring.  I was first motivated to join the medical field and subsequently go on this mission trip because I love science, especially anatomy and physiology, and because I am fascinated by the process of maintaining homeostasis; but, I have learned that so much of medicine is beyond science, dependent instead on caring for individuals and meeting their unique needs.  I believe that God has called me to use my life to illuminate the Gospel specifically through science and medicine by becoming a PA; but whatever His plans, I pray that God will use the lessons I learned in Congo to help me to bring glory to Him always.

“Environmental Context”
From what I have seen, environmental health is not something that even concerns the people of Impfondo with whom I primarily interacted.  On the other hand, the influence of western and eastern culture has brought with it a huge influx of imported products which have been integrated into the community.  These products, primarily portable, non-perishable items, are nutritionally degrading.  While we were visiting a patent at Pioneer Christian Hospital, Dr. Joseph M. Harvey said that products such as MSG, convenience goods, snacks, soft drinks, and processed goods in general are contributing to an exponential increase in diabetes, high blood pressure, and other western diseases now common in Impfondo.  Because the majority of people in Impfondo struggle to feed their families with any food that is available, no one really cares about the nutrition of food.  For example, if you told someone that they should not eat a certain root vegetable because of the high arsenic content they would most likely reply "it is this or nothing for our meal" and then eat it. The staff at Pioneer Christian Hospital are constantly working to educate people, but in my opinion the overall impact of this training has been rather small.

An Invitation to You:
In conclusion, Abby and I are excited about the interdisciplinary experiences Grace is having, and pray that God will continue to direct her growth in profession of faith and science.  Maybe you too have been encouraged by this account and Grace Revenaugh’s testimony of how God is using the new scholarship to foster the heritage of science-faith integration through the Department of Science and Mathematics at Cedarville University.  If so, then why not become a fellow investor? Perhaps you gratefully attribute your own profession of faith and of science to the teaching and mentoring of department and university faculty during your days at Cedarville. If so, we invite you to pray about how you might participate.  If God leads you to invest in this way, you may send your check to Cedarville University with “Science and Faith Integration Scholarship” on the memo line.  Or, you may contribute online at http://cedarville.edu/giving. Just click on “Scholarships” and follow directions to “The Science and Faith Integration Scholarship.” Thank you for considering how you can steward a portion of God’s blessings to you by honoring your faculty mentors and encouraging leaders for tomorrow.

Sports Without Spirit

News from the world of sports is increasingly tarnished by reports of inappropriate or illegal behavior on the part of professional and collegiate athletes and coaches.  Too often, successful sports figures that we have grown to admire and respect are responsible for violent acts, use of performance-enhancing drugs, or other immoral or illegal behaviors.

Some who have studied the increasing frequency of inappropriate or illegal behavior among athletes attribute its cause to an inherent evil within sports.  For example, columnist George Will wrote that football generates an atmosphere of frenzy and violence in a game which he views as a three-hour adrenaline-and-testosterone bath.  For all its occasional elegance and beauty, it is basically violence for, among other purposes, inflicting intimidating pain.  On the other hand, conservatives like Rush Limbaugh oppose efforts to make football softer and safer, and he predicts the end of football if the “chickification” of the sport continues.

Jonathan Turley, a lawyer and liberal commentator, is concerned about what he calls the “corrosive effect” of sports on the educational programs of colleges and universities.  In a recent blog, Turley claimed that intercollegiate sports programs have a range of negative effects from…

…lower academic standards to ethical violations to actual shielding of criminal conduct.  Despite such scandals, the blind support for popular football and basketball programs continues with excessive salaries for coaches and the continued use of students for this profitable and popular non-curricular function.

So, we are told that at least some sports like football are too violent and should be drastically tamed or eliminated.  Meanwhile, large intercollegiate sports programs tend to abuse athletes who often are left without assistance in balancing social, academic, and athletic priorities.  For this reason, Turley challenges academic institutions to decide between being a leading academic institution or just a facilitator for sporting events.   Why risk the university’s high academic standards for the sake of its athletic reputation?  Or does it have to be one or the other?  Hold that thought please.

I believe that the root cause of both the growing emergence of violent behavior among professional athletes and the misplaced priorities of universities between their academics and athletics is the tendency to downplay and even eliminate the spiritual dimension from sports.   Instead of viewing athletes from a perspective of the “whole person” with body, soul, and spirit, we have tended to view athletes as muscle-bound “hunks” or “scoring machines.”  For the sake of space, let us focus on the alleged “corrosive effects” of collegiate sports programs as pointed out by Turley.

Jonathan Turley rightly disdains universities that elevate their athletic programs at the expense of academic excellence, and in so doing fail to deliver on their promise to offer their students the opportunity to obtain a quality education.   However, Turley seems oblivious to the important role of athletics in the education of the “whole person” as a means of becoming a fulfilled, life-long servant and learner.  Instead, Turley expresses a narrow view of the role of athletics in education when he defines an athletic program as a profitable and popular non-curricular function.  Really?

Far from a “non-curricular function,” I believe a well administered athletic program is an important and essential curricular and extracurricular component at all levels of education, K through college.  To underscore the integral role of sports in a “liberal education”, allow me to share a portion of the mission statement of the athletic program of Cedarville University (CU) where I was privileged to serve as a biology professor for 32 years:

In addition to the priority given to the spiritual welfare of CU student-athletes, their mental, physical, emotional, and social welfare is also of the utmost importance.   At the heart of this concern is a strong focus on their academic success, which is complemented through the challenges of competition with the opportunity to develop character traits associated with discipline, ethical conduct, endurance, courage, leadership, sportsmanship, teamwork, and faith. [Emphasis is mine.]

At the heart of Cedarville’s athletic program mission statement is the notion that the challenges of competition including the character traits necessary to excel in a sport can complement the academic curriculum and enhance student academic success.  Traits that are essential to an educated adult—self control, interpersonal skills, loyalty, punctuality, teamwork, leadership, and ethical behavior—can be developed in the gymnasium, courts, and athletic fields in ways that strongly complement learning of these character traits in the classroom and laboratory.  However, the integrity of this curricular-extracurricular education will not be realized without a foundation based on the Scriptural teaching that students learn and develop in heart (seat of character and the will) through exercises that challenge body (physical senses), soul (emotions and personality), and spirit (moral-ethical awareness; relate to God).   All of these human dimensions function in an integrated manner and determine our character which is expressed through our behavior.   Therefore, good educational curricula must be able to engage each of these aspects of our being.

I’m sure that no university has fully mastered the challenges of guiding collegiate athletes to achieve a balance among their social, athletic, academic, and spiritual development.  However, successful education of athletes and all students requires cooperative and complementary efforts among professors and coaches who place the welfare of the student athlete as a whole person above his or her value as a contributor to university athletic achievement and prowess.

Thomas G. Palaima, professor of classics at University of Texas-Austin asks, What would it entail to do better by those top athletes?   Palaima suggests four elements of “doing better” for athletes.  Let’s consider two of them and how each one has an intertwined “spiritual-athletic-academic” nature:

1.    They need to be placed at educational institutions suited to their academic preparation and be provided with the tools to play the most important game of their college careers:  the competition with true peers in the classroom.   To which I say, amen!  But placing a son or daughter in a suitable college or university is but one milestone along the journey beginning with the love and prayers of a loving dad and mom at the child’s cradle.

Prayers and the active involvement of parents in a child’s life represent parental obedience to the Scriptural command to train up of a child in the way he should go (Proverbs 22:6).  Sporting activity between parents and children begins on the living room floor and continues through backyard activities and on to the ball field or community courts.  In these settings, the son or daughter can mature physically and spiritually in a setting in which the sport can serve as a means to develop both the common character qualities and unique gifts that will prepare the child (and parent) for the decision about higher education—whether college, skilled trade school, or whatever.  Notice that the intertwining of spirit-sport-study can contribute to choosing the right path for higher education beginning at an early age.

Student athletes at CU invite faculty or staff members
to serve as honorary "coaches"

2.    They need to have time to study and to explore elective courses so as to choose a major and develop secondary interests that will serve them well the rest of their lives. And they need to do this, just like regular students, on their own initiative. 

During my years at Cedarville University, I was fortunate to serve as an academic advisor to many students including student athletes.  I have viewed this responsibility as one of joining with the student and the parents in the continuation of the mentoring process based on my growing acquaintance with the gifts and goals of the student.  As a credit to the academic and athletic programs of Cedarville, I have had many fruitful interactions with coaches who have partnered with me to assure that the student athlete is best served in accord with the university’s athletic mission.  I believe the integrated “professor-coach-parent” mentoring will assure the accomplishment of Palaima’s two final elements of “doing better” toward our student athletes; namely, (3.) assuring that they get their degrees before their aid runs out, and (4.) assuring that they are disabused of the dream that they will ‘go pro.’

In summary, intercollegiate sports have become increasingly commercialized and politicized as a means of advertising the college or university brand.  This trend has tempted institutions of higher education to lower academic expectations of athletes. In so doing, they exchange their pursuit of academic excellence for the chance to become a good “farm system” or “minor league system” in the service of the professional sports teams, while at the same time advertising the brand to promote student enrollment.

The solution to the problem is not to demean the role of sports at any level because of violent, illegal, or unethical behavior on the part of athletes.  Rather, it is to recognize our own selfish, unethical behavior as parents, coaches, professors, and administrators when we create the unreasonable and unbiblical hoops through which our sons and daughters have been asked to jump.  When we as parents publically criticize and demean “Tommy’s” pee wee coach for not treating “Tommy” like a star athlete, we violate the  most basic Scriptural teachings to LOVE THE LORD YOUR GOD WITH ALL YOUR HEART, AND WITH ALL YOUR SOUL, AND WITH ALL YOUR MIND, AND WITH ALL YOUR STRENGTH… LOVE YOUR NEIGHBOR AS YOURSELF (Mark 12: 30-31).  Is it any wonder when “Tommy” begins to break things (and people) when he reaches the pros?

On the other hand, when we view sports as a God-given platform on which to build up our children and grandchildren in body, soul, and spirit starting from the cradle and living room floor, then we set them on a trajectory that will help them to excel in the larger professional calling God has for them.  Let’s call for an end to the status quo, of “sports without the Spirit.”   May all Christians in athletics strive to add the “salt and light” necessary to create “sports with Spirit.”  Then, our sons and daughters can learn from both the defeats and successes of the game; and, also come to know the God-intended joy experienced by the great Olympic runner, Eric Liddell.  Thanks to loving parents and coaches, Liddell came to understand that God had made him “fast.”  And from his disciplined athletic training balanced with His commitment to learning from the Scriptures, Liddell was able to express the joy of heaven in his running, saying “When I run, I feel His pleasure.”